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The Missing Skill: The Missing Skill: Critical ThinkingCritical Thinking
Developing Higher Level Thinking Skills Developing Higher Level Thinking Skills in Elementary Through High School in Elementary Through High School
ClassroomsClassroomsA proposal for a professional staff development
program for critical thinking skills
Presented by:Marilyn Greenfield
Jackie MillerTerrah MyersAngela OlsonLynne West
Group Group activity…activity…
Find the critical thinking quote.Find the critical thinking quote.
And the quote?And the quote?
““The problems that exist today The problems that exist today cannot be solved by the level of cannot be solved by the level of thinking that created them.”thinking that created them.”
-Albert Einstein-Albert Einstein
I. Description of the School I. Description of the School DistrictDistrict
Strong academic programs evidencedStrong academic programs evidencedby high test scoresby high test scores
Full complement of curriculum Full complement of curriculum offeringsofferings
Programs exists for students Programs exists for students of all ability levelsof all ability levels
Knoxville District Knoxville District #202#202
II. Determination of NeedII. Determination of Need
Mission Statement: “We are dedicated to Mission Statement: “We are dedicated to enabling each student to reach his/her enabling each student to reach his/her full potential within his/her aptitudes full potential within his/her aptitudes and interests.”and interests.”
Caring and understanding staffCaring and understanding staff– Nurtures studentsNurtures students– Allows students to progress to full potentialAllows students to progress to full potential
•Students in the district show a marked weakness when asked to analyze, evaluate, interpret, and assimilate ideas.
Weakness in higher-order thinking skills…
•Students do not think critically.
Evidence of the problem:•Teacher and student journal entries•Written assignments that are evaluated•Tests that reflect the students’ understanding
III. Description of the ProjectIII. Description of the Project
Proposal: a design for staff development in the area of strengthening critical thinking skills.
A base group of experience faculty with research experience in critical thinking in the classroom will design and implement the staff development plan.
Implementation covers a three-year period1st year – Developing the plan2nd year – Implementation of the plan3rd year – Continue implementation
Further staff trainingEvaluate the results
IV. Who will provide the training?
A base group of five who have completed an action research thesis on improving critical thinking skills at grade levels K-12 will design and implement the staff development plan.
V. When and where will the training take place?
• Training will utilize School Improvement Plan (SIP) days
• The first and last days of school• Four workshop training days• Training will take place on site and at a
conference
VI. What staff will be involved?VI. What staff will be involved?– Base group of fiveBase group of five– Committee of eight staff membersCommittee of eight staff members– Eventually, all staff will be includedEventually, all staff will be included
VII.VII. What is the goal of the project?What is the goal of the project?– To improve critical thinking skills at all levels throughout the To improve critical thinking skills at all levels throughout the
district.district.
VIII. How will student learning be affected?• Students will demonstrate a higher level
of critical thinking skills• Evidenced by:
• Improvement on standardized tests• Observations of classroom
discussions• Evaluations of student products
IX. What will keep the project from becoming successful?
• Lack of staff interest• Ineffective presentation by base group• Lack of desired funding
X. Implementation of the ProjectX. Implementation of the Project
Year OneYear One
Summer 2003Summer 2003 PresentationPresentationAugust 2003August 2003 Faculty / staff Faculty / staff presentationpresentationSeptember 2003September 2003 Committee trainingCommittee trainingDecember 2003December 2003 Identify CT weaknessesIdentify CT weaknessesFebruary 2004February 2004 Prepare lesson plansPrepare lesson plansApril 2004April 2004 Prepare district materialsPrepare district materialsMay 2004May 2004 District tools developedDistrict tools developedJune 2004June 2004 Faculty / staff presentationFaculty / staff presentationJuly 2004July 2004 CNECT ConferenceCNECT Conference
X. Implementation of the ProjectX. Implementation of the Project
Year TwoYear Two
August 2004August 2004 Two-day workshop for base group Two-day workshop for base group and and
selected committeeselected committeeStaff development workshopStaff development workshop
September 2004September 2004 Critical thinking project initiatedCritical thinking project initiatedOctober 2004October 2004 Knowledge-level thinkingKnowledge-level thinkingNovember 2004November 2004 Comprehension-level thinkingComprehension-level thinkingDecember 2004December 2004 Application-level thinkingApplication-level thinkingJanuary 2005January 2005 Analysis-level thinkingAnalysis-level thinkingFebruary 2005February 2005 Synthesis-level thinkingSynthesis-level thinkingMarch 2005March 2005 Evaluation-level thinkingEvaluation-level thinkingApril 2005April 2005 Integration of all levels of thinkingIntegration of all levels of thinkingMay 2005May 2005 Evaluate project; offer improvementsEvaluate project; offer improvementsJune 2005June 2005 Present building augmentationsPresent building augmentations
X. Implementation of the ProjectX. Implementation of the ProjectYear ThreeYear Three
August 2005August 2005 Application school-wide Application school-wide Staff development workshopStaff development workshop
September 2005September 2005 CT project initiated in classroomsCT project initiated in classroomsOctober 2005October 2005 Knowledge-level thinkingKnowledge-level thinkingNovember 2005November 2005 Comprehension-level thinkingComprehension-level thinkingDecember 2005December 2005 Application-level thinkingApplication-level thinkingJanuary 2006January 2006 Analysis-level thinkingAnalysis-level thinkingFebruary 2006February 2006 Synthesis-level thinkingSynthesis-level thinkingMarch 2006March 2006 Evaluation-level thinkingEvaluation-level thinkingApril 2006April 2006 Integrate all levels of thinkingIntegrate all levels of thinkingMay 2006May 2006 Evaluate program for following yearEvaluate program for following yearJune 2006June 2006 Integrate analysis and improvements Integrate analysis and improvements into CTinto CT
XI. Rationale and Alignment to Illinois Learning Standards
(Bloom’s Taxonomy)
Knowledge AnalysisComprehension SynthesisApplication Evaluation
KnowledgeKnowledgeObservation and recall of informationObservation and recall of informationKnowledge of dates, events, placesKnowledge of dates, events, placesKnowledge of major subject areasKnowledge of major subject areas
Question cues:Question cues: list, define, tell, describe, identify, list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, show, label, collect, examine, tabulate, quote, name, who, when, where, etc.name, who, when, where, etc.
AnalysisAnalysisSeeing patterns; organization of partsSeeing patterns; organization of partsRecognition of hidden meaningsRecognition of hidden meaningsIdentifications of componentsIdentifications of components
Question cues:Question cues:
Analyze, separate, order, explain, connect, classify, Analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, inferarrange, divide, compare, select, explain, infer
ComprehensionComprehensionUnderstanding information; grasp meaningUnderstanding information; grasp meaningTranslate knowledge into new contextTranslate knowledge into new contextInterpret facts, compare, contrastInterpret facts, compare, contrastOrder, group, infer causesOrder, group, infer causesPredict consequencesPredict consequences
Question cues: Question cues: summarize, describe, interpret, summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extenddifferentiate, discuss, extend
SynthesisSynthesisUse old ideas to create new onesUse old ideas to create new onesGeneralize from given factsGeneralize from given factsRelate knowledge from several areasRelate knowledge from several areasPredict, draw conclusionsPredict, draw conclusions
Question cues:Question cues:
Combine, integrate, modify, rearrange, substitute, plan, Combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what if:, compose, formulate, create, design, invent, what if:, compose, formulate, prepare, generalize, rewriteprepare, generalize, rewrite
ApplicationApplicationUse informationUse informationUse methods, concepts, theories in new Use methods, concepts, theories in new situationssituationsSolve problems using required skills or Solve problems using required skills or knowledgeknowledge
Question cues: apply, demonstrate, calculate, Question cues: apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discoverrelate, change, classify, experiment, discover
EvaluationEvaluationCompare and discriminate between ideasCompare and discriminate between ideasAssess value of theories, presentationsAssess value of theories, presentationsMake choices based on reasoned argumentMake choices based on reasoned argumentVerify value of evidence; recognize subjectivityVerify value of evidence; recognize subjectivity
Question cues:Question cues:
Assess, decide, rank, grade, test, measure, recommend, Assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, convince, select, judge, explain, discriminate, support, conclude, compare, summarizeconclude, compare, summarize
XII. Funding and ExpensesXII. Funding and ExpensesProjected Expenses 2003-2004
National Council for Excellence in Critical Thinking (NCECT) conference ($615.00 per person)
13 attendees 7,995.00
Lodging for conference ($435.00 per room, 6 occupants)
2 rooms 870.00
Airfare ($275.00 per person, round trip) 13 attendees 3,575.00
Materials / refreshments for all meetings 500.00
Miscellaneous minor expenditures 900.00
Total = $13,840.00
XII. Funding and ExpensesXII. Funding and ExpensesProjected Expenses 2004-2005
Stipend paid to experienced faculty and selected committee a total of four days ($50.00 per day)
13 members $1300.00
Materials / refreshments for all meetings
500.00
Miscellaneous minor expenditures 280.00
Total = $2080.00
Projected Expenses 2005-2006
XII. Funding and ExpensesXII. Funding and Expenses
Stipend paid to experienced faculty and selected committee a total of four days ($50.00 per day)
13 members $1300.00
Materials / refreshments for all meetings
500.00
Miscellaneous minor expenditures 280.00
Total = $2080.00
XIII. Funding SourcesXIII. Funding Sources
Gifted Education $2,000.00 per year
Reading Improvement (K-6) 3,000.000 per year
Title I 500.00 per year
Title II 500.00 per year
Total expenditures for three-year plan = $18,000.00
Documentation through staff Documentation through staff anecdotal record and student anecdotal record and student journalsjournals
Increase in student scores on Increase in student scores on standardized testsstandardized tests
Classroom evaluations through Classroom evaluations through existing curriculumexisting curriculum
XIV: EvaluationXIV: Evaluation
Dirt dessert is like critical Dirt dessert is like critical thinking because…?thinking because…?
Thank you for your Thank you for your consideration of this consideration of this
proposal.proposal.
Presented by:
Marilyn GreenfieldJackie MillerTerrah MyersAngela OlsonLynne West